在教育中利用技术:RIPPLES模型在阿姆哈拉,埃塞俄比亚公立中学ICT利用中的功能,埃塞俄比亚
Shimelis Gebeyehu Kebede1, Melaku Mengistu Gebremeskel1, Sifelig Taye Nigatu1
1Department of Educational Planning and Management, Bahir Dar University, Bahir Dar, Ethiopia.
PloS one
|December 4, 2025
概括
信息和通信技术 (ICT) 在埃塞俄比亚中学具有潜力,但其有效性受到基础设施和支持不佳的限制. 解决这些差距对于提高教学和学习成果至关重要.
科学领域:
- 教育技术的教育技术
- 教育中的信息系统
- 非洲教育系统 非洲教育系统
背景情况:
- 信息和通信技术 (ICT) 的整合在全球范围内被认为具有提高教育有效性的潜力.
- 埃塞俄比亚阿姆哈拉地区的中学因各种影响因素而面临利用ICT的挑战.
- 了解这些因素对于优化ICT在教学中的作用至关重要.
研究的目的:
- 检查影响ICT在阿姆哈拉中学提高教学和学习效率的实用性的因素.
- 探索金融资源,基础设施,人员,政策,学习,评估和支持对ICT实用性的影响.
- 调查教师和学生对ICT实用性的看法.
主要方法:
- 使用多阶段采样的相关研究设计.
- 通过问卷从739名教师和758名学生收集的数据.
- 分析包括确认因素分析,独立样本t测试和多重回归分析.
主要成果:
- 前例解释了65.9% (教师) 和52.5% (学生) 的ICT实用性的差异.
- 支持和ICT基础设施访问显著预测了ICT使用;ICT政策的影响最小.
- 教师和学生都报告了对ICT有用性的信心低于平均水平,只有很小的感知差异.
结论:
- 在阿姆哈拉中学有效利用ICT受到基础设施不足,支持有限和政策实施薄弱的阻碍.
- 弥合政策与实践之间的差距需要基于证据的战略来加强支持和基础设施.
- 审查和调整ICT政策与实际实施需求是最大限度地提高教育影响的关键.
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